(What is the big understanding for this unit?What will you ultimately want students to understand as a result of the instruction?This is a “big picture” understanding, based both on the most critical standards and the thematic focus of the unit.)

The big idea for this unit is to understand the role geography played in forming the civilization of Ancient China, along with the culture that developed in this world sub-region.

Unit Essential Question

(What broad question will students be able to answer as a result of the instruction? This question should reflect the most critical standards on which the instruction is based.This question is the inverse of the Key Learning; the Key Learning would provide an “ideal” response to this question.)

What makes a place culturally unique and under what conditions do these cultures spread?

Unit Description

(Briefly summarize the focus and content of the unit.)

Students will learn the basic geography of Ancient China, and then understand how the geography played a role in developing the civilization known as Ancient China. Students will correlate their understanding of Ancient China and connect it to the other Ancient Civilizations we have studied, gaining an understanding of the common geographical features that allow for a civilization to develop. As part of this unit students will also learn the different aspects that make up the Ancient Chinese culture such as: religion, traditions, dynasties, influential people, and the mark Chinese culture made on the world.

Grade-Level Standards Addressed in the Unit

(List the critical grade-level standards on which the instruction will be based.Since many of the standards are recursive, reinforced throughout the year’s instruction, list only those that will be the focus of the instruction and assessments for this unit.)

Geography Standard One 6-8a: Students will demonstrate mental maps of the

world and its sub-regions which include the relative location and characteristics of major physical features, political divisions, and human settlements.

Geography Standard 3:Students will develop an understanding of the diversity of human culture and the unique nature of places.

Know

(Factual: nouns or noun phrases related to key concepts; terminology, academic vocabulary, formulas, etc., often found or implied in the language of the grade-level standards.)

Understand

(Conceptual:key understandings that students will gain as a result of the instruction within the unit, found in the language of the grade-level standards, and generally written in complete sentences. These understandings will contribute to the overall key learning of the unit.)

Do

(Procedural, Extending Thinking:written as verb phrases, often found or implied in the language of the grade-level standards. These statements provide discreet targets for demonstrating learning.Often the assessments for the learning will be selected

Students will understand the characteristics of the major physical features that are found in the sub-region of Ancient China.

The role the physical barriers played in the creation of the civilization of China, and how that civilization later led to significant people whose ideas have impacted the modern world.

Identify physical features and the barriers of Ancient China.

Compare and Contrast Qin &Han Dynasty

Analyze quotations of Confucius

Depict the importance of the Silk Road.

* Gather data, examine patterns, and apply information for decision making using digital tools and resources. (1,4) (by participating in Web Quests of the Terracotta Army &Great Wall of China to identify the importance of these legacies).

* Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. (3,4,6)

(Such as constructing support in determining the greatest impact of the Chinese by researching factors of Chinese culture).

Below is a description of LoTi level 3 instructional focus in the classroom. For more information about LoTi and descriptions of higher LoTi levels please follow the link below. www.loticonnections.com

At a Level 3 (Infusion), the instructional focus emphasizes student higher order thinking (i.e., application, analysis, synthesis, evaluation) and engaged learning. Though specific learning activities may or may not be perceived as authentic by the student, instructional emphasis is, nonetheless, placed on higher levels of cognitive processing and in-depth treatment of the content using a variety of thinking skill strategies (e.g., problem-solving, decision-making, reflective thinking, experimentation, scientific inquiry). Teacher-centered strategies including the concept attainment, inductive thinking, and scientific inquiry models of teaching are the norm and guide the types of products generated by students using the available digital assets.

Digital tools and resources are used by students to carry out teacher-directed tasks that emphasize higher levels of student cognitive processing relating to the content under investigation.

Media type: photosDescription: A variety of images including maps of various dynasties, images of dynastic leaders, and artwork, sculptures, etc. from various periods. Also included are pictures of the Great China Wall, Confucius, and a timeline of the dynasties in China.

Level: Beginning, Intermediate

Credit: various - right-click each file to get credit and license infoLicense: various - right-click each file to get credit and license info

Notes/activity suggestions: Students can use images in this media set, along with info they learn through other sources, to create a multimedia project in Word, PowerPoint, or as a movie (Windows Movie Maker) or webpage.

Notes/activity suggestions: This is a good resource for ESL students who might benefit from an introductin to terms before reading the text or participating in other class activities.* NOTE TO TEACHERS: THESE VIDEOS CAN BE CUSTOMIZED TO YOUR VOCAB LISTS. JUST EMAIL KAREN THE CHANGES YOU WANT. (karen at k12handhelds dot com)Tags: grade6, social studies, history, ancient civilizations, China,

Resource 5: Ancient China timeline - Movie version (Give time to load, then click to advance to each section) and PDF version (includes links to articles with more info)Media type: interactiveDescription: An illustrated timeline with facts and photos from each major time period in ancient Chinese history.Level: Intermediate